Scenario Rationale
The scenario selected for the given project focuses on Parker Online Community College (POCC) and the upcoming online education of adult students. The mentioned scenario was chosen due to my career goals, personal experience, and research results. In particular, it is evident that the future of education will be inextricably linked to online learning as a result of globalization processes and the ever-changing social, economic, and cultural environment (Kallison, 2017). In order to accomplish my career goals, I need to comprehend the mechanisms of online orientation programs to be able to assist the students in their preparation to enter colleges. As for my personal experience, having successfully completed several online courses, I understood that orientation programs that are also known as transition programs are rather useful for those students who have never been engaged in online learning. Since the courses I have taken allowed the students to communicate with each other, I was able to observe their feedbacks that included such points as difficulties with accessing some course issues or a lack of proper writing skills. Considering the challenges enumerated by the students of the given scenario, including time management, technology and writing skills, and the connection with other students, it is essential to provide them with the opportunity to prepare to study by offering a properly-designed orientation program.
Review of Articles and Two Methods
The growing body of evidence illustrates the increased attention to transition programs for adult learners. The pilot study by Kallison (2017) examined the effects of postsecondary transition programs, which offered the preparation in writing, reading, mathematics, and college knowledge within a short-term yet intensive period. According to the results, 18 of 20 assessments revealed positive changes, even though many students did not achieve college readiness benchmarks (Kallison, 2017). The above study demonstrates the value and the potential of transition programs, which need to be elaborated and implemented to help adult students.
As part of a rather significant effort to assist with entering a college, one may consider the research by McDonough (2014), in which the author explored Knowles’ approach to adult learning through blended courses. The paramount argument formulated by the above scholar refers to the fact that adults tend to be more engaged in studying while they feel special and have the opportunity to contribute to the program to some extent. In this regard, motivation acts as the key tool to engage them. As emphasized by McDonough (2014), such motivators as obtaining new friends, acquiring new knowledge, certification, personal development, and maintaining skills may be utilized by program creators. In its turn, the study by Karmelita (2017) also contributes to the identified theme by presenting fundamental elements of transition programs designed specifically for adult learners. It is stated that the establishment of effective relationships and aligning student experience with curriculum are the key elements. At the same time, remediation, technology, support, and genuine college experience are noted as the integral components of adult learning transition programs (Karmelita, 2017). The results revealed by the author seem to be relevant and justified by credible arguments and clear explanations.
In order to engage internal or external stakeholders in supporting the orientation program, it is appropriate to use stakeholder management and team collaboration methods. The first method will focus on creating a collaborative team creation by preparing tools to tailor communication, develop time management, and ensure technical access of every student to the program (Kerzner, 2013). In terms of the latter, custom online databases and a forum for discussions will be prepared to allow students to reveal their thoughts, feelings, and assumptions regarding the program.
Needs Analysis
References
Kallison, J. M. (2017). The effects of an intensive postsecondary transition program on college readiness for adult learners. Adult Education Quarterly, 67(4), 302-321.
Karmelita, C. (2017). Fundamental elements of transition program design. Adult Learning, 28(4), 157-166.
Kerzner, H. (2013). Project management: A systems approach to planning, scheduling, and controlling (11th ed.). Hoboken, NJ: John Wiley & Sons.
McDonough, D. (2014). Providing deep learning through active engagement of adult learners in blended courses. Learning in Higher Education, 10(1), 9-16.
McLean, S., & Vermeylen, L. (2014). Transitions and pathways: Self-help reading and informal adult learning. International Journal of Lifelong Education, 33(2), 125-140.